Doutorado em Educação em Ciências e Matemática (PRPG)
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Item Indícios de apropriação do conceito de função por meio da aprendizagem da docência: uma proposta formativa no clube de matemática ensino médio(Universidade Federal de Goiás, 2023-12-18) Silva, Mayline Regina; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Moretti, Vanessa Dias; Oliveira, Alex Jordane de; Sousa, Maria do Carmo de; Silva, Maria Marta daThis text presents the synthesis of a pedagogical investigation conducted with female Mathematics teachers in the initial training phase. The object of the research is the learning of teaching through the process of appropriation of mathematical knowledge, precisely the concept of function, to understand the transformations that can be facilitated by the Expansive Learning Cycle, allowing an in-depth analysis of the essence of this concept and the appropriation of the theoretical thinking associated with it. The methodological approach is based on Historical-Dialectical Materialism and uses a structured formative experiment supported by the Historical-Cultural, Activity, and Teaching Guiding Activity Theories. The central question of the research focuses on how teachers in initial training understand teaching based on the process of appropriating the concept of function. The hypothesis explored is related to the perspective that the appropriation of mathematical knowledge can influence the learning of teaching through a pedagogical approach linked to its five principles: the understanding of the school as a space for the appropriation of culture, the recognition of the teacher as the subject of training processes, pedagogical intentionality as an essential element in the organization of teaching, sharing as a fundamental principle for understanding pedagogical activity, and mathematical knowledge as a promoter of human development. The study covered two school years, 2021 and 2022, during which training meetings were held that emphasized studies, planning, and evaluation of each learning cycle. In this context, the research focuses on the importance of understanding the individual needs of future teachers throughout their development through the appropriation of culture. The investigative process promoted in-depth discussions, sharing of ideas, construction of meanings, and deconstruction of the barriers imposed on disseminating mathematical knowledge in its social imposition. Recognition of, and active participation in, a training environment such as the High School Math Club underlines the need to organize scientific knowledge in favor of its cultural appropriation, both by teachers and students in elementary and secondary education.Item Aprendizagem da docência no clube de matemática(Universidade Federal de Goiás, 2023-12-20) Caetano, Danilo Borges; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Oliveira, Daniela Cristina de; Borowsky, Halana Garcez; Silva, Sandra Aparecida Fraga daIn light of the theoretical references of Historical-Cultural Theory (Leontiev; Vigotski) and Teaching Guiding Activity (Moura), this work aims to identify the constituent elements of teaching learning, to analyze and understand the training of teachers and future teachers at the Math Club. The Math Club is a learning space that encourages the training of teachers and future teachers. This research sought to answer the following question: how do the constitutive elements of teaching learning impact the teachers’ formation and future Mathematics teachers in the Math Club? Historical-dialectical materialism guides this study as a method and in the understanding of social relations. For the investigation, focus groups were held with participants from Clubs in the states of Goiás, Rio Grande do Norte and Rio Grande do Sul. The meetings took place remotely, with the help of digital platforms, and were recorded, for the purpose of data collection. The path chosen to analyze the data was through the method of analysis in units, since the singular can be understood in its essence when seen as a part that makes up the whole, revealing the relationships between the parts and the fundamental characteristics of the totality. In these studies, the elements that constitute the learning of teaching at the Math Club involve the dimensions of the person, knowledge and teaching work, showing that the organization of teaching is a formative process and that the people involved in the Mathematics Club project develop a collectivist personality, humanizing themselves through the human, teaching and learning mathematics. Furthermore, the training actions at the Club enable people in training to develop a general way of organizing teaching, and students a general way of learning scientific knowledge. The thesis defended was that teachers and future teachers, in the Math Club, appropriate a general way of organizing teaching when they become aware of the actions they develop in pedagogical activity, and their motives coincide with the group's objective. From this, the training movement and the relationships established in the collective provide the production of knowledge that constitutes the learning of teaching in the Math Club, contributing to the humanization of their peers.Item Narrativas de vida e a constituição da identidade profissional de professores de matemática em um grupo colaborativo(Universidade Federal de Goiás, 2024-04-22) Souza, Renato Sardinha de; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Nacarato, Adair Mendes; Rocha, Maria Alice de Sousa Carvalho; Teixeira, Ricardo Antonio Gonçalves; Moura, Jónata Ferreira deThis report presents doctoral research entitled Life narratives and the constitution of teachers' professional identity in a collaborative group, which is centered on the Narrative Research proposed by D. Jean Clandinin and Michael F. Connelly. It was relevant for this work to discuss: the professional identity of teachers, considered as a space of struggles and conflicts; working with Mathematical Investigation in the classroom, through the study of a teaching project; and a collaborative research group in the area of Mathematics Education, called Abakós, which studies, listens, dialogues and contributes with teachers and teachers in training, in addition to disseminating the scientific production of its participants. The research puzzle was to understand how Mathematical Investigation in the classroom and inclusion in a collaborative research group can constitute the identity of teacher researchers and trainers. The research field was the Center for Teaching and Research Applied to Education at the Federal University of Goiás/CEPAE/UFG, Goiânia-GO, Samambaia campus. The research subjects were three effective teachers from this teaching center, who work collaboratively with Mathematical Investigation in the Basic Education classroom, as proposed by João Pedro da Ponte. The teachers were interviewed by the research author using techniques developed by Fritz Schütze, called Narrative Interviews. In addition to the interviews carried out with the three teachers, the researcher's (auto)biography was constructed, as proposed by Maria da Conceição Passeggi. From field and research texts, involving interviews and (auto)biography, a narrative was created intersecting and intertwining the stories that were told. The interviews were analyzed using “integrated units of meaning”, as proposed by Antonio Bolívar and Franco Ferrarotti, which allows the generation of narrative data. Regarding the research results, it was concluded that, when working collaboratively with Mathematical Research, the teachers participating in the research experienced part of the modification of their professional identity, which was displaced due to the new possibilities of thinking about their classes. Furthermore, the entire collaborative process experienced by Abakós participants contributed to the (trans)formation of its members, who could no longer be the teachers of the past, seeking new ways of being and feeling present in their teaching work.Item Capital preponderante em cursos de licenciatura em química no Brasil: relação entrE Bourdieu e a formação da identidade formativa(Universidade Federal de Goiás, 2023-03-30) Silva, Kenia Cristina Moura de Oliveira; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo Da Silva; Echeverria, Agustina Rosa; Kasseboehmer, Ana Cláudia; Freire, Leila Inês Follmann; Soares, Marlon Herbert Flora BarbosaThis research aims to analyze the predominant capital in undergraduate courses in chemistry in Brazil, from the Pedagogical Projects of Course and its interrelation with the Formative Identity of each course analyzed. It is intended to investigate which epistemic relationships are explained in the Pedagogical Projects of Course that characterize this capital and that contribute to the formation of identity in the subfield of Chemistry Teacher Training. Thus, the aim of the work is to promote discussions and reflections in relation to the points mentioned in the Brazilian educational field. For this, the methodological principles of research in Bourdieu are considered and Discursive Textual Analysis is used as a data analysis technique. In this research, 14 (fourteen) Pedagogical Projects of Course and their respective curricular matrices were analyzed, as well as the lattes curriculum of teachers of disciplines related to chemistry and chemistry teaching of these same courses. The courses analyzed are from public institutions distributed among Federal Universities, State Universities and Federal Institutes. It was noticed that the Chemistry Teacher Training subfield is characterized by the most evident capital related to the scientific technological field and not necessarily to the pedagogical field.Item A formação pedagógico-didática de professores de biologia na perspectiva da didática desenvolvimental(Universidade Federal de Goiás, 2024-03-28) Pinheiro, Regiane Machado de Sousa; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Sousa, Daniela Rodrigues de; Oliveira, Natalia Carvalhaes de; Rosa, Sandra Valéria Limonta; Libâneo, José CarlosTeacher formation is a dynamically constituted field of knowledge and practice that is linked to other fields and dimensions of society, such as the economic, political, social and professional. When organizing teaching, teachers need to go through an education process (initial and continuing) that allows them to become aware of pedagogical-didactic work as praxis and as an emancipatory possibility, and therefore intentional. This teaching also aims to provide students with a critical and creative appropriation of scientific knowledge, historically constructed by humanity and transposed into school knowledge. However, it is a great challenge to think about and carry out a pedagogical-didactic education process that allows for content-form unity between the ways of teaching and learning scientific knowledge. Given the complexity of teacher education, the aim of this research was to understand the ways of organizing teaching in didactic-pedagogical education for Biological Sciences undergraduates, based on the perspective of Developmental Didactics, which promotes the process of conceptual appropriation of the content-form unity of Biology. Using historicaldialectical materialism (HDM) as a research method, an empirical investigation was carried out through a didactic-formative experiment in the optional curricular component “Topics in Biology II: Varied Themes - The teaching of Biology thought biologically and pedagogically”, in the academic semester of 2022, at a Brazilian federal public university. The data analysis was based on the dynamics of Developmental Didactics and the categories of the DHM. It emerged that the students were engaged in study activities during the course and that organizing and developing the teaching and learning process, from this theoretical perspective, makes a significant contribution to teacher formation. The thesis was put forward that in the formation of biology teachers, didactic-pedagogical work, organized from the perspective of Developmental Didactics, makes it possible to problematize the content-form unity between the ways of teaching and learning biological knowledge and the pedagogical activities intended for this purpose. The research carried out showed that in the actions developed by the students during their didactic-pedagogical formation, there is evidence of the conceptual appropriation of the content-form unit by the undergraduates, enabling them to have a more comprehensive and critical education. It also contributes to rethinking didactics in higher education and the pedagogical work of teacher education in undergraduate courses.Item Ensino médio integrado, a nossa escola do trabalho: repensando a formação dos jovens brasileiros a partir dos fundamentos da pedagogia soviética e as interfaces curriculares das ciências da natureza(Universidade Federal de Goiás, 2023-10-05) Silva, Ariana Cárita de Assis Marinho; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Gonçalves, Leandro Sartori; Costa, Lorenna Silva Oliveira; Silva, Marcelo Lira; Ramos, Marise NogueiraEducation has always been and will remain invariably associated with the ongoing corporate project. Human formation is part of a whole called society and not a cool entity with unrestricted transformative potential. The change of concrete conditions goes through the transformation of this whole, also modifying the educational processes. In Brazilian class society, sustained by dependent capitalism, working-class education has historically constituted a dual system, where knowledge and advancement in studies are restricted to those belonging to the dominant class, leaving young people from the exploited classes with access to training for alienated work. Even in this context dominated by power relations, emancipatory educational tactics emanate from the contradictory dynamics of the capitalist world, among them Integrated Secondary Education (EMI), a curricular model present in the Federal Institutes of Education, Science and Technology. However, in the face of attacks and counter-reforms in education intensified after the 2016 Coup, the EMI demands means for its resistance and objectification. And for the purpose of this strengthening, through a bibliographical study, we seek in the Soviet Work School, a proposal based on Marxian polytechnics, principles and potential foundations for the resistance process of the EMI in Brazil. We are guided, therefore, by the following question: What principles and foundations of Soviet Pedagogy (PS), idealized in the period from 1917 to 1930, can be rescued as references for the strengthening of the Integrated Curriculum in the EMI, historical and contradictory form in the name of the dispute for a Polytechnic Human Formation in Brazil? In the perspective of answering this question, this research was based and organized by the general objective of making a study of the movement from the Curriculum with a centrality in the Natural Sciences (singular) to Human Formation (universal) with the mediation (particular) of PS and the EMI. After a historically referenced analysis, the topicality of PS proved to be a central element in this process of objectifying the integrated curriculum in Brazil, enhancing both curricular integration and aspects of polytechnics in EMI, overcoming the disciplinary and fragmented nature of training with end in itself or training for alienated work. Finally, we understand that in the war for the education of the working class, the strategy of integral, omnilateral or polytechnic human formation relies on the expressive tactics of the Soviet Work School, which we have appropriated for the strengthening of our Work School.Item Formação de professores de Ciências Biológicas em universidades brasileiras: perspectivas curriculares para as tecnologias digitais de informação e comunicação(Universidade Federal de Goiás, 2023-09-12) Silva, Thálita Maria Francisco da; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Mendes, Michel; Vilela, Marcos Vinícius Ferreira; Moraes, Fernando Aparecido de; Comarú, Michele WaltzThe present scientific research investigates how the insertion of Digital Technologies of Information and Communication (TDIC) has been constituted as a formative element in the Licentiate courses in Science/Biology of the main Brazilian Federal Universities, approaching in what perspective this insertion takes place (dominant /emergent). We used qualitative research and multiple case studies as a methodological approach and document analysis as a data collection instrument. In line with the qualitative approach, our analytical approach to data processing will be Discursive Textual Analysis (DTA). As key elements to carry out our analysis, the Pedagogical Course Projects (PPC) of 26 Biological Sciences courses offered by Federal Universities in the five regions of the country were used: North, Northeast, Southeast, South and Midwest and the legal documents that guide teacher training in Brazil, such as the National Education Guidelines and Bases Law 9394/96, the Teacher Training Resolutions (from 2002, 2015 and 2019) and Resolution No. Biological Sciences courses. The analyzes were carried out highlighting: the institution of origin of the course, the name of the course, the year of creation of the course, the year of approval of the PPC, the pedagogical subjects, the non-pedagogical subjects that include digital technologies, the workloads (theoretical and practical) and the menus of these disciplines. The analysis carried out demonstrated the variety of organization of Pedagogical Course Projects that bring the pedagogical disciplines that will be offered in professional teacher training, as well as the discrepant amount of pedagogical disciplines offered to course participants. We also observed the small number of subjects that address TDIC in these curricula. This demonstrates that the insertion of TDIC is not a significant element in the pedagogical proposals for the training of Biological Sciences teachers. We also noticed that some documents point to the overcoming of the merely technical character of the use of digital technologies in the teaching-learning process anchored in the dominant paradigmatic view. Therefore, it is necessary to incorporate technical and pedagogical aspects in teacher training so that it can be reflected in the pedagogical and curricular practice in the classroom.Item Um estudo sobre a abordagem de limite de funções em livros de cálculo diferencial e integral(Universidade Federal de Goiás, 2023-08-31) Santos, Leniedson Guedes dos; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Ferreira, Joubert Lima; Rabelo, Mauro Luiz; Domingos, António Manuel Dias; Caicedo Roque, AlejandroBooks play a fundamental role as teaching instruments, which makes them important objects of study for researchers seeking to understand learning difficulties, especially with regard to Mathematics in higher education, a topic in which this type of research learning is still scarce. With a focus on teaching, this bibliographical work, of an explanatory and qualitative nature, aims to investigate the way in which the Differential and Integral Calculus books authored by Louis Leithold (1994), Hamilton Luiz Guidorizzi (2001) and James Stewart (2013) addresses the definition of the limit of functions of a variable. To achieve this objective, the methodological research framework of Depth Hermeneutics – HP, proposed by Jonh B. Thompson, was mobilized with the intention of answering the following questions: what types of semiotic representation records are it possible to identify these works and how Can they influence the teaching of function limits? What socio-historical aspects of the production of these books influenced the author in choosing a certain approach? Conceiving the book as a symbolic form, the phases that represent the HP were articulated: the socio-historical analysis, where this information was collected about the authors' biography, the evaluation of the preface and changes in the other editions, actions referenced by the Historical Analysis of Mathematics Books by Gert Schubring and the study of Editorial Paratexts by Gerrard Genette; formal analysis, in which the types of representations of limits and functions that appear in books were identified, as well as their transformations, through event activities, categorization and the construction of inventories, in the light of the Theory of Representation Records Semiotics - TRRS by Raymond Duval; and the interpretation/reinterpretation in which a creative synthesis of meanings on the works studied was constructed. The results demonstrated that, in the three books, there is a predominance of the algebraic register over the others and the absence of exercises proposed between registers, which, according to the TRRS, can make teaching the concept of limit difficult. Individually, influences from the Modern Mathematics Movement, the Bourbakist school and the Calculus Reforms were identified in the writing of these books.Item Formação etnomatemática no curso de educação intercultural da Universidade Federal de Goiás: reflexões de estudantes e egressos indígenas(Universidade Federal de Goiás, 2023-08-30) Lucas, Marcello; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Baumann, Ana Paula Purcina; Souza, Roberto Barcelos; Nazareno, Elias; Ferreira, RogérioThe research described in this text aimed to scrutinize the reflections carried out by indigenous students and graduates mediated by higher education, the Intercultural Education course at the Federal University of Goiás, with the following investigative question: what are the reflections of indigenous students and graduates, based on the curricular mediation of the Intercultural Education course at the Federal University of Goiás, focusing on contextual themes that address non-indigenous mathematical knowledge? The theoretical framework for this research was based on Ethnomathematics, from the perspective of Decoloniality and Critical Interculturality, and adopted a qualitative research posture. The construction of data took place through dialogues with students in training and graduates of the Intercultural Education course who agreed to participate in the research. The organization of the data in units of meanings made it possible to carry out the analysis using the descriptive method, in the light of the chosen theoretical framework. The curricular mediation of the Intercultural Education course at the Federal University of Goiás raises different reflections from the indigenous participants of the research. The use they make of non-indigenous mathematics to validate indigenous ethnomathematics, a political-epistemic marking, and the use of nonindigenous knowledge as tools of struggle so that relations with non-indigenous people can be less unequal are some of of the reflections raised. Indigenous higher education can constitute a decolonial action. The way in which the Intercultural Education course at the Federal University of Goiás is structured creates favorable conditions for students to exercise decolonial actions of resistance and struggle, as well as propitiates the search for the resignification of the socio-political-economic-sItem Um olhar etnomatemático sobre conhecimentos do povo quilombola de Porto Leocárdio de São Luiz do Norte-GO(Universidade Federal de Goiás, 2023-06-21) Jesus, William Sousa de; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Khidir, Kaled Sulaiman; Silva, Matheus Moreira daThis dissertation is an ethnographic research, based on the perspective defended by Ubiratan D'Ambrosio referring to Ethnomathematics, which seeks to investigate the mathematics of the knowledge and actions of a people. The investigative locus is the knowledge presented in the daily tasks of the quilombola people belonging to the quilombola community of Porto Leocárdio. The remaining community consists of twenty-two families who live on the banks of the river das Almas in the municipality of São Luiz do Norte-GO. The research aims to investigate the knowledge used in the daily tasks of the Porto Leocárdio community, with the aim of identifying and understanding the Ethnomathematics knowledge present in their daily relationships. We tried to understand how the use of their own knowledge occurs, since the community shares situations in which it is necessary to deal with the environment in which they are inserted, showing as a spontaneous social factor of everyday life, situations such as classifying, comparing, measuring, organizing, counting and infer. We adopted as a reference to subsidize the analyzed processes the foundations of Ubiratan D'Ambrosio, Gelsa Knijnik, José Jorge de Carvalho, Tereza Vergani, José Roberto Linhares de Mattos, Eduardo Sebastiane Ferreira, among other researchers in Ethnomathematics. We chose to use a qualitative approach of an ethnographic nature, based on direct contact with the research object, to understand the organization of the Porto Leocárdio community and its cultural manifestations. However, we prioritize direct observation and detailed investigation of the facts in the place where they happen to produce a detailed description of the relationship between people and the culture they belong to, paying attention to the presentation of knowledge through actions carried out in everyday life. To this end, we adopted as methodological instruments, questionnaires, interviews, opinion polls, direct observations with the researched group and logbook for records. The research is relevant both in terms of theoretical, methodological, and empirical contributions, given the emergence of insisting on cultural and social valuation policies that are evident in the recognition and affirmation of the knowledge of each people.Item “Eu não sou tarefeira!” - tarefas de articulação didática para a organização histórico-crítica do ensino de biologia com a Educação de Jovens e Adultos(Universidade Federal de Goiás, 2023-07-03) Avelar, Lucas Martins de; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Paranhos, Rones de Deus; Costa, Cláudia Borges; Messeder Neto, Hélio da Silva; Silva, Graziela Lucchesi Rosa da; Guimarães, Simone Sendin MoreiraEste estudio está vinculado a la Red de Investigación en Enseñanza de las Ciencias en la Educación de Jóvenes y Adultos y al Centro Memoria Viva - Documentación y Referencia en Educación de Jóvenes y Adultos, Educación Popular y Movimientos Sociales en Goiás (CMV-GO). La tesis problematiza la necesidad de discutir la Enseñanza de la Biología en la Educación de Jóvenes y Adultos más allá del concepto de marketing de la tarea docente. La investigación tiene como método el Materialismo Histórico-Dialéctico y tiene como objetivo comprender la relación entre la enseñanza del saber biológico y la enseñanza, en el movimiento hacia la constitución de la educación de adultos, para explicar qué tareas de articulación didáctica son necesarias para la organización de la enseñanza de la Biología. con la modalidad desde la perspectiva histórico-crítica. La investigación es de carácter bibliográfico, basada en enfoques historiográficos y teóricos. Se utilizaron fuentes de texto e imagen de contenido verbal y no verbal. Para la historiografía, fueron seleccionados materiales didácticos, informes y documentos de orientación didáctica de iniciativas de educación de adultos disponibles en el Portal de los Foros de EJA do Brasil. También se analizaron dos ediciones del libro Biología Educativa: nociones fundamentales, de Antônio Almeida Júnior, obra de gran influencia en la enseñanza del saber biológico en Brasil, a lo largo del siglo XX. La investigación teórica recurrió a la sistematización de elementos históricos en relación sintética con la Psicología Histórico-Cultural, la Pedagogía Histórico-Crítica y Gramsci. Los análisis se realizaron a partir de la cadena singular-particular-universal y consideraron dos relaciones: valorización y sistematización del saber biológico en la educación de adultos y enseñanza, aprendizaje y desarrollo en sentido histórico-crítico. Los resultados indican que la organización de la enseñanza del saber biológico en la educación de jóvenes y adultos ha estado marcada por conceptos en disputa, de los cuales se destacan los siguientes: Higienista-civilizadora, Técnico-instrumental y Educación Popular Crítica. Se defiende la tesis que: la organización histórico-crítica de la enseñanza de la Biología con la Educación de Jóvenes y Adultos implica el aporte teórico a la superación de la concepción burguesa del maestro cambiador de tareas, con la sistematización de tareas de articulación que fundamentan el quehacer didáctico. Como aporte, se esbozan dos tareas de articulación con miras a orientar el trabajo didáctico, a saber: 1) Responder a los interrogantes de la materialidad de la organización de la enseñanza de la Biología con la EJA en el momento histórico actual y 2) Elaborar, a partir de las respuestas, objetivos generales de organización docente que dan lugar a acciones de estudio docente para la actividad de enseñanza del saber biológico con la modalidad. En cuanto a la primera tarea, las preguntas se responden desde lo entendido estratégicamente, a la luz de los escritos de Gramsci, como elementos de posición (¿Por qué enseñar? - ¿Para qué enseñar? - ¿Cuándo enseñar?) y movimiento (¿Qué enseñar? - ¿Con quién enseñar? - ¿Cómo enseñar?). La segunda tarea se despliega a partir de la primera y permitió la elaboración de dos objetivos generales de organización docente: Posicionalmente - Enseñar Biología con la EJA porque es necesario engendrar medios colectivos de lucha por el derecho, por la formación de un mundo materialista histórico-dialéctico concepción y superación de ideas naturalizadoras sobre los jóvenes y adultos y sus posibilidades de desarrollo; Sobre el movimiento - Enseñanza de los fundamentos de los sistemas conceptuales biológicos, mediados por las relaciones sociales concretas que constituyen los sujetos de la EJA, a partir de la elaboración de tareas de estudio problematizadoras, para aprendizajes instructivos que enriquezcan el trabajo creador.Item Entre diálogos silenciados e o pseudodiálogo: denúncias e anúncios no processo de construção do currículo de Biologia nos centros de educação de jovens e adultos de Goiás(Universidade Federal de Goiás, 2022-12-21) Ribeiro, Renato Antônio; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Machado, Maria Margarida; Torres, Mariana Cassab; Paranhos, Rones de Deus; Coelho, Leandro JorgeHaving as theoretical support the work of Paulo Freire and its assumptions, this thesis aimed to understand how the process of curricular construction in the EJA offered in the EJA (Centers of Youth and Adult Education of Goiás) of Goiás, problematizing the dialogue that is established in this process in order to provide curricularization subsidies in the modality. The empirical part of the research took place in institutions that offer the EJA as a priority in the state of Goiás (the JaSC), based on interviews with 12 biology professors working in these institutions and with 23 students. The research problem that guides this thesis started from the following question: What is the perspective of dialogue in the curricularization process of the EJA offered in the JaSC of Goiás? The EJA in Brazil faces its limit situations and the Freiriana hope – of collective struggle and resistance, not waiting – is necessary, especially to rethink curricular organizations in the modality that yearn to meet the interests of the oppressed – the student working class. These students dream and see in the EJA an engine of hope and history as a possibility, thus revealing a hidden conception: the modality is an engine of transformation of society, nourishing dreams and hope. It is important to rethink a formative model – and in it the curricular organization – that directs this conception towards liberation, emancipation and humanization of the subjects. Thus, this research designed to point out some proposal for change, some possible dream, some unpublished-feasible for the EJA curriculum, without, however, methodologicalizing Paulo Freire, contrary to its principles. There is also the defense of biology teaching based on a political act based on the dialogue between the "knowledge of experience made" of students of the EJA and the systematized biological knowledge, here considered those that make up the conceptual status of the structuring theories of Biology presented by Nascimento Jr. (2010) – cellular theory, theory of internal balance (homeotase), gene theory (inheritance), ecosystem theory and theory of evolution – but without disregarding the other statutes – the ontological, the epistemological and the social history. The discussions undertaken in this study point out that the process of biology curricularization in the EJA in the state of Goiás is between the use of authentic Freiriano dialogue, which is critical, democratic, seeks transformation and believes in men, and pseudodialogue, which is mute, unbelieving, alienated and uncritical. We admit as a valid and possible way to freireanear the curricula of the EJA from the reinvention and recontextualization of the Freriano assumptions and their dialogical pedagogy in the individual scope of the EJA institutions, contributing to the humanization of the subjects who do the modality. It is necessary to seek true dialogue from freiriana radicality in the curricular construction of biology in the EJA.Item A formação coletiva de licenciandas em Matemática: contribuições da atividade orientadora de ensino(Universidade Federal de Goiás, 2022-12-16) Santos, Wérica Pricylla de Oliveira Valeriano; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Côco, Dilza; Araujo, Elaine Sampaio; Panossian, Maria Lucia; Pozebon, SimoneThis doctoral research takes as theoretical reference the Historical-Cultural Theory, the Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. From this perspective, it is assumed that human development is mediated by social relations, that work is the main activity of man and that the teacher in the development of his work – the teaching activity – must organize teaching in an intentional way. Assuming that the object of research in education is the Pedagogical Activity, understood as a unit between teaching activity and learning activity, the object of this research is the collective movement of training for teaching. By intentionally organizing teaching, seeking to enable students to learn concepts, the teacher triggers processes of reflection, analysis and synthesis. This movement may bring new quality to the way the teacher organizes the Pedagogical Activity, putting him/her in a learning movement. Thus, the importance of carrying out the Pedagogical Activity in the collective is understood, because when carrying out the activity in the collective, there is a division of actions and initial operations among individuals, exchange of modes of action, mutual understanding, communication, action planning individuals and reflection. Here, collective work is understood as a set of coordinated actions that are carried out by a group of people who have common needs and goals and who work together to satisfy these needs. In this sense, the research question is: How do formative movements favor the understanding of Pedagogical Activity by Mathematics graduates taking the Teaching Guiding Activity as a principle and practice in a process of collective formation? The main objective is to analyze the training movements for teaching learning developed in the study group, seeking to understand them as a possibility for the process of collective training. Formative movements are understood as the processes that mobilize knowledge, actions and reflections, enabling the individual to add new qualities to teaching learning, and in this research the study, planning, production of tasks, the development of pedagogical actions, reflection and evaluation. The research participants were three Mathematics undergraduates from a federal educational institution in Goiás. For the investigation process, a formative experiment was organized that took place in the study group composed of the teacher/researcher and the undergraduates. In the study group, the participants carried out readings and theoretical discussions, prepared tasks and developed them in weekly meetings with high school students. Data collection took place through audio and video recordings, field diary, undergraduate students' reading diaries, memorial and photographic records. The analysis was organized with the aim of apprehending the movement of the investigated object and is presented in the following units: Guiding Dimension, Executing Dimension, Reflection and evaluation processes. It was observed that the study group taken as a learning space for teaching enabled the development of a collective training process, in which the undergraduates could understand the Pedagogical Activity from the principles and practices of the Teaching Guiding Activity.Item Narrativas inspiradoras e utopias nebulosas: um estudo da relação com o saber de sujeitos da EJA-EPT do Instituto Federal de Goiás.(Universidade Federal de Goiás, 2022-05-23) Ribeiro Júnior, Ramon Marcelino; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Soares, Marlon Herbert Flora Barbosa; Santos, Maria Bethânia Sardeiro dos; Flores, José Ignácio Rivas; Lopes, Marcos CarvalhoThere is no knowledge without relationship with knowledge. The theorization surrounding Bernard Charlot’s notion of relationship with knowledge includes, among its structuring concepts, the reciprocal constitution between the meaning and the effectiveness of the study activity. Given this, our research problem may be stated as follows: how can the understanding of the relationship between the meaning and the effectiveness of the study activity contribute to the reconstruction of specific pedagogical practices? The main objective of this research is: i) the general formulation: to understand the processes of constitution of the study activity; ii) the specific formulation: to understand the processes of constitution of the study activity involving science and mathematics knowledge of high school students who are integrated to vocational education in the Youth and Adult Education modality (in Portuguese, Educação de Jovens e Adultos – Proeja / EJA-EPT) of the Federal Institute of Goias (IFG). The specific objectives are: a) to understand the processes of production of meanings and their identity effects; b) to understand the processes of production of effectiveness and their epistemological normativity; c) to produce or improve didactic-pedagogical instruments for reconstructing specific pedagogical practices related to the teaching of scientific knowledge in focus. Such investigations are fundamental to address the intertwining issues produced between students and knowledge, and without which there is no possibility of understanding the situations of success or failure at school, in all their complexity and multiplicity. The theoretical-methodological framework is based on the articulation of different traditions of thought, specifically: Richard Rorty's pragmatism; Bernard Charlot's theory of the relationship with knowledge; and the life narratives, especially mostly by Daniel Bertaux’s and José Ignacio Rivas’s works. Due to this articulation, a narrative investigation of the relationship with knowledge under the light of philosophical pragmatism has been developed. Seven students who were enrolled in the eighth period of an Integrated Technical Nursing program and who had attended Chemistry I and Chemistry II courses, respectively, in their first and second period of this program have collaborated with the data production. In order to produce data, we have employed two procedures: i) narrative interviewing, recorded in audio, focusing on the dimension of activity meaning; and ii) a system of problems, recorded in audio and video, focusing on the 17 effectiveness dimension, that is, the epistemological normativity of the knowledge learning that comprises the investigation. The analysis was carried out by means of comparison and contrast of narratives and other discursive interactions, based on a pragmatic philosophy of the processes of meaning and on theoretical texts regarding the general or specific issues. Through this analysis, we intend to understand processes by means of the articulation of aspects arising from the subjects and their propositional attitudes in close relationship with the social practice contexts that produce and are produced by these same subjects. We have concluded that (a), in the sense sphere, the students' main reason for studying is to be a good nursing technician, which results in an appreciation of the curricular components and contents related to their future professional activity and a depreciation of the contents related to their high school education; throughout the program they undergo a process of establishing new reasons for the study activity, in particular the project to pursue studies in specializations in the nursing field and the dream of obtaining a degree in nursing, and (b) in the effectiveness sphere, students have demonstrated a solid mastery of the cross-multiplication and that certain difficulties have persisted when modeling/translating the information in the statement of the problems on the elations that constitute the framework of a conventional cross-multiplication. Moreover, the notions of quantities and measures have presented a challenge for the teacher and the students as regards the establishment of their structures of generality. It is important to use schemas and maps to support the understanding of generality relationships in order to offer the student an overview of the network of concepts. The use of the general idea of proportional reasoning holds the potential to restructure all the concepts that occur in the courses, with gains in meaning and systematicity. We have highlighted some samples of how these conclusions have let to a reconstruction of our own pedagogical practice.Item A experimentação investigativa na sondagem de indicadores de altas habilidades ou superdotação e na potencialização no ensino de química(Universidade Federal de Goiás, 2022-07-26) Nóbrega, Lorrana Nara Naves; Benite, Cláudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Cláudio Roberto Machado; Echeverría, Agustina Rosa; Sá, Ana Claudia Antônio Maranhão; Delou, Cristina Maria Carvalho; Negrini, TatianeThe Law on Guidelines and Bases of Education from 1996 ensured the giftedness students to receive the specialized educational services at the school, however, data collected in the last school census showed that these students were not being adequately identified and contemplated in a pedagogical dimension. One of the emerging problems is the lack of specialized teachers for screening the giftedness indicators and to promote the learning students potentializing. In the chemistry teaching, we defend a teacher education based on the approach of the Inquiry-based Science, such as investigative experimentation. Thus, our central question is formulated from the following question: What are the formative needs of the Science/Chemistry teacher´s for screening the giftedness indicators and to promote their learning potentializing? Supported by the Research-Action we propose other three oriented questions: What conception has an educator teacher of Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás about the screening of giftedness indicators and the specialized educational services in the Science/Chemistry areas? How investigative experimentation can contribute for screening giftedness students and to promote cognitive and metacognitive mental development in the Science/Chemistry teaching? Finally, given the impossibility of using investigative experimentation, as in the period of emergency remote teaching of the COVID-19 pandemic, what other teaching strategies anchored by Inquiry-based Science could be used by Science/Chemistry teachers to curriculum enrichment with giftedness students? Our main objective was contributing to the Science/Chemistry teacher´s education for offer specialized educational services to giftedness students. Under this approach, our research anchored in Science/Chemistry teaching references (Carvalho, Sasseron, Marcondes, Rocha, Hartwig, Malheiros, Locatelli) and the giftedness theories of the researcher and psychologist Joseph S. Renzulli (1977,1978,1986, 2004, 2014). In this research we defend investigative experimentation, first, as analytical tool (pedagogical instrument) for screening giftedness indicators in the area of Science/Chemistry, especially cognitive and metacognitive abilities (corroborating for giftedness identification), and second, as a teaching strategy to learning potentializing in Science/Chemistry (corroborating for specialized educational service). The human subjects of this investigation were an educational teacher from Núcleo de Atividades de Altas Habilidades/Superdotação de Goiás, a teacher in continuing education, two students from the technical course of Chemistry and two giftedness students in the basic educational degree. Our main results pointed out the investigative experimentation in the chemistry teaching as a potential pedagogical tool for screening cognitive and metacognitive abilities and the Inquiry-based science approach as teaching strategy for potentializing giftedness students.Item Evidências de diálogos entre a educação do campo e educação ambiental em um curso de licenciatura(Universidade Federal de Goiás, 2022-09-02) Borges, Patricia Spinassé; Shuvartz, Marilda; http://lattes.cnpq.br/7325765815766484; Shuvartz, Marilda; Rosa, Dalva Eterna Gonçalves; Mesquita, Nyuara Araújo da Silva; Kato, Danilo Seithi; Araújo, Maria Cristina Pansera deIn Brazil, Public Policies on Environmental Education (EE) are planned for formal education covering basic and higher education. However, for the latter, they are still not adequately implemented. Thus, the research question is as follows: what is the evidence of the contributions of Environmental Education to the training of teachers of Natural Sciences at LEdoC UFG/Câmpus Goiás? The general objective of the thesis is to investigate the contributions of Environmental Education to the training of teachers of the degree course in Rural Education (LEdoC) - Natural Sciences, enabling a critical awareness of the socio-environmental problems present in the field. The specific objectives are: a) to identify the presence of Environmental Education and the relationship between the Environment and Sustainability in the Pedagogical Project of the Course (PPC); b) elaborate, develop, discuss and evaluate, in a participatory way, the proposal of an EE discipline for the LEdoC that considers the Alternation regime. For this, a qualitative approach research was carried out, in the participative research modality. The methodological procedures involved bibliographic surveys, document analyses, application of exploratory questionnaires and the elaboration, execution and participatory evaluation of the discipline “Environmental Education in Rural Education”. The data were submitted to content analysis, based on the markers: planning, historicity, environment, nature, sustainability, reflection, interdisciplinarity, dialogue, collectivity, culture, values, attitudes, participation, scientific knowledge, popular or traditional knowledge, educator environmental, constituting registration units generating the final categories: 1) Environmental Education and the training the Natural Sciences teacher in the field; 2) The importance of Alternation in teacher training in Natural Sciences. It was observed that the PPC provides for EE, in a transversal character, in the LEdoC curricular matrix, converging to the work of environmental issues associated with field phenomena; however this is partially effective in the proposal. It is noteworthy that the course “Environmental Education in Rural Education” confirmed the importance of EE in the training of Natural Science teachers through the identification and discussion of socio-environmental issues associated with field knowledge. Alternation, during Community Time, enables reflection, training and action in the development of EE activities and actions in rural schools and in the community, since the student will be able to experience the socio-environmental issues present in the field in locus. It is hoped that this thesis can contribute to the discussions and dialogue between EA and EC, aiming at training Natural Science teachers for schools and the rural community.Item Formação do professor de Matemática: o lugar do cálculo diferencial e integral nas pesquisas acadêmicas(Universidade Federal de Goiás, 2022-08-31) Machado, Jonatas Teixeira; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Malaquias, Arianny Grasielly Baião; Vaz, Duelci Aparecido De Freitas; Silva, Maria Marta da; Silva, Rafael Siqueira; Echalar, Adda Daniela Lima FigueiredoUniversity of Goiás (PPGECM/UFG). The research question is about: what do academic productions (dissertations and theses) reveal to us about the conception(s) of training Mathematics teachers in research on the teaching of CDI? Therefore, the main objective is to understand the conceptions of teacher training in Mathematics and in the integral differential calculus (CDI) resulting from academic productions that deal with these themes. We base our work on a critical and dialectical discussion about the phenomenon studied. The data collection procedure was based on the assumptions of Vosgerau and Romanowski (2014) and Saviani (2007) on theoretical research, of the State of Knowledge type. The research corpus was built from the productions (dissertations and theses) published in the CAPES Theses and Dissertations Bank, on the website of the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the digital repository of each Graduate Program, from the following descriptors: “CDI”, “Teacher training”, “Education”, “Teaching”, “Graduate” and “Mathematics”. The data collection matrix built for the present research contained the following axes: conceptions of teacher training, CDI purposes for Mathematics teacher training and the CDI and its applications. After selection and full reading of the productions, the corpus of this research is composed of 11 theses and 22 dissertations, published between the years 2006 and 2019. As a result and its analysis, we identified that the main themes discussed in the research were: 1. dichotomy between teaching and learning; 2. use of ICT; 3. teaching and learning unit and 4. theoretical study. To a large extent, the conception of teacher education is mainly centered on constructivism (89%), whose foundation is given in formal logic and in which there is CDI reductionism, as well as mathematical formalism. There is a preponderance of the dichotomy between teaching and learning in the CDI, as well as a discussion of the use of educational technologies. A gap was also observed in the publications regarding discussions on the conceptual domain of the CDI. The recurrence of formalist logic in the training of Mathematics teachers is latent and directed to the discussion of specific and isolated situations, in procedures focused on topics of content or practice. The discussion of human work as an ontological factor appears in only one of the works that made up the research corpus. After analyzing the academic productions, we reflect that Mathematics teacher training should oppose the practice of immediate and formalist training, and should allow the process of teacher training on a critical and emancipatory basis, thus in the direct relationship of conceptual appropriation of mathematical knowledge. To this end, from the assumptions of the formation of the intellectual-critical professional, a way is proposed to overcome the constructivist and formalist character, which may constitute initial subsidies for the constitution of an epistemology of praxis.Item O curso de educação intercultural em debate: um olhar etnomatemático sobre relações comerciais a partir do tema contextual cultura e comércio(Universidade Federal de Goiás, 2022-08-26) Silva, Matheus Moreira da; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Nazareno, Elias; Baumann, Ana Paula Purcina; Leitão, Rosani Moreira; Ferreira, RogérioAwareness regarding Brazilian social causes and particularly the commercial indigenous relations are becoming widely necessary and ethically required. This awareness results from political and educational concern, among other factors, over the marginalization indigenous peoples are subjected to amid the controversy and dilemmas of cultural diversity in Brazil. In this scenario, there are many actions meant to facilitate the right to protection and improvement of commercial relations of indigenous peoples in distinct contexts. According to this argument, the emancipation of indigenous peoples is becoming a recurrent discussion in academic intercultural courses. Based on the previous statements, the aim of this dissertation, which refers to the dynamics of training indigenous professors, is to determine the way in which the Intercultural Education course from the Federal University of Goiás (UFG) contributes to raising the awareness of undergraduate indigenous students about commercial relations and the logic of capitalism, which interfere daily in the socio-cultural balance of their communities. Theoretically, the discussion will be sustained by D’Ambrosian Ethnomathematics, according to which, throughout history, each population developed its own knowledge and skills. Methodologically, the research was characterized as interpretive, and the analysis of the records will be carried out by the descriptive method. Thus, the study analyzes the contextual theme "Culture and Commerce", of the Intercultural Education course at UFG, from the classes from 2019 to 2021, approaching the indigenous commercial issue from a critical perspective and the influence of capitalism, in order to understand the problems faced by these people.In this degree, the dissertation studies the influences of capitalism in indigenous contexts which modify the traditional commercial relations and indicate some genocide behaviors which occurred, and still continue, as a result of these exploratory actions. With this, this research contributes to the appreciation of the sociocultural reality and traditional commercial relations, through a space that awakens in the students intentions of new searches for critical and conscious action in their reality. Lastly, it may indicate, as well, the influences of the commercial modifications resulted from the interests surrounding society and a possible appreciation for the knowledge and the commercial relations of the indigenous peoples.Item O uso do contexto do surgimento do Fundamental Fysiks Group para o debate sobre a natureza da ciência na formação de professores(Universidade Federal de Goiás, 2022-09-14) Campos, Raul Isaias; Ferraria, Paulo Celso; http://lattes.cnpq.br/7343208770093029; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Rocha, Gustavo Rodrigues; Resende, Anita Cristina Azevedo; Queiroz, José Rildo de Oliveira; Adúriz-Bravo, AgustínThe purpose of this thesis is to investigate the potentiality of the studying the events that occurred in the emergence of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. With this aim, and based on the historical materialism method, the work begins by presenting the concrete to be researched as the relevance of studying the origin of the Fundamental Fysiks Group for the debate on the nature of science in the education of physics teachers. In its appearance, this broad object presents itself as a complex and chaotic reality, being necessary at first, in order to understand it, to reach the simplest determinations through analytical processes. In a movement of coming and going that is particular to the method, the simplest determinations were being abstracted, without forgetting to always return to the concrete. Initially, it seeks to present which history and philosophy of science are of interest to science teaching and what history and the philosophy of science understand as the nature of science, to then conclude that for educational purposes, certain consensuses about the nature of scientific knowledge can be admitted. Then, the events that occurred during the emergence of the Fundamental Fysiks Group are exposed, choosing to carry out the debate on the nature of science from this study in a didactic intervention. This intervention took place in the discipline of Teaching Practice III, of the night course of Licentiate in Physics at UFG, and, through this activity, an attempt was made to appropriate the reality that was presented. In this process, three categories were extracted: difficulties with the classification and definition of deformed views of science; possibilities of deconstructing the deformed views of science; relationship between science and other forms of knowledge. Finally, it is concluded that understanding the origin of the Fundamental Fysiks Group allows an expanded and critical view of the nature of science in the process of training physics teachers, most notably in the deconstruction of deformed views of science and that this study provides historical and philosophical material for teachers and future physics teachers so that, in the face of questions from their students about “quantum mysticism”, they can position themselves on the subject.Item Saberes docentes e formação de professores(as) no curso de licenciatura em Educação do Campo da Universidade Federal de Goiás – Câmpus Goiás(Universidade Federal de Goiás, 2022-06-21) Cruz, Bruna Cardoso; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Oliveira Neto, José Firmino de; Khidir, Kaled Sulaiman; Shuvartz, Marilda; Magalhães, Solange Martins Oliveira; Rosa, Dalva Eterna GonçalvesThe objective of the present work is to understand what is the necessary knowledge for the professional exercise of a future teacher of natural sciences who will work with subjects from and in the countryside, in basic education. For this, a qualitative research was carried out, in the form of a case study, based on the historical-dialectical materialism method, having as the locus of study and investigation the undergraduate course in Field Education at the Federal University of Goiás - Campus Goiás. The methodological procedures involved bibliographic survey, document analysis, questionnaire application and textual discourse analysis. The licentiate degree in Rural Education is a new graduation proposal in public universities, in which the main interlocutors are the rural subjects. In this sense, it is necessary to reflect on teacher knowledge and on the teaching of natural sciences, since the course proposes to train teachers to work in basic education, teaching chemistry, physics and biology. Throughout this work, we sought information about historicity, totality, apprehension and transformation of the life context of the participating subjects, as well as to discuss: the historical context of teacher education in our country, the importance of social movements for rural education, the emergence of undergraduate courses in rural education, and the appropriation of teaching knowledge for the teaching of natural sciences in the context of praxis. Thus, this research thesis is composed of an introduction, three chapters that contemplate several aspects of the proposed theme, and final considerations, that aim to answer the following question: What are the necessary knowledge for future teachers of natural sciences who will work with subjects from and in the field? Throughout the text, we recognize that it is essential that the praxis be materialized in the undergraduate courses on Rural Education, in order to enable the teachers in formation the appropriation of knowledge inherent to the teaching profession, since the professionals who work with rural and rural subjects need, besides school knowledge, the peasant knowledge. In this way, the popular knowledge and the sociocultural context of the students need to be valued and taken into consideration by the teacher when working with the scientific contents of the school subjects. We conclude that the work of teacher education based on the sociocultural context of the students and on the educational praxis will subsidize a transforming education in Rural Education, which will drive the appropriation of knowledge inherent to the professional exercise of the natural sciences teacher, who will work with the subjects from and in the countryside, in basic education.